Problem in this conference is not that well-known in China.
So that I saw the programs.
There is only one or two Chinese scholars from this committee,
so that's why we don't got a large audience today.
But it's fine.
I just want to provide
some Chinese students perspective on this topic of algebra.
Translation Learning.
I here speak for my research team, Professor Chu from come from
for the University, who is also my postdoctoral supervisor.
And our topic here is
an empirical study on the proficiency of our developing ones,
our Chinese students, Autonomous English Learning.
Here we have we would like to see why and how why
we do autonomous English learning using all the various programs.
Because in China, English is compulsory
cause from primary education to higher education.
So and this is true for many schools in Asia-Pacific regions.
So English
learners, English proficiency can reflect their
they can be more competitive in both career
and educational context.
And also the reason for English
as a cross-cultural communication, as a lingua franca.
So how do we do that?
Autonomous English Learning Using all the way
we think that we should encourage people, encourages
students to, in addition, to course, classroom teaching.
We should encourage more, encourage them to study by themselves
more in autonomous English learning environments using all the develop
programs can provide the verbal and the nonverbal simultaneously.
So that's considered as a better learning resources.
What we do know, as
there are plenty of studies and evidence that shows that
overall programs are inside for means of language, of teaching
as a consequence in audio and visual perception, and can present
special linguistic features in the Altschul et al.
One way to to a culture
and the use of all the various programs
aid in class provides students way to stimuli that integrates images
and the sounds, thereby
extending the effect of the auditory inputs.
Studies from multimodal multi
multimodal perspective.
So that's auditory and the very model can cooperate
to compare to the transmission of information here by reinforces and
makes up for the loss of information in all these remote modes.
So in sum up, plenty of studies have proved
is that using audible audible, the material in second language
classroom in teaching is effective.
However, what we don't know as
the effectiveness of using audio video
subtitled audiovisual programs in Autonomous English learning.
So here by we proposed this arrangement.
So two questions.
The first one is
can Chinese learners improve English proficiency
or autonomous English learning with the programs,
while the second one is to what extent are
the overall programs can support English learners
listening comprehension and the vocabulary activation?
The third questions is about
the role of subtitles in autonomous English learning.
With all the model programs here, we I would like to say
that we are only at the first stage of our study.
So our findings, our knowledge, inclusive of when now we will
consider we are we have this ongoing study projects.
We will carry on after the conference
here we propose to assessment
of criteria on the proficiency of autonomous English learning,
which is a listening comprehension and vocabulary acquisition here.
Previous studies suggest that that's the main factors of fact.
English comprehension includes insufficient
vocabulary, assimilation, processing speech, unfamiliar
pronunciation or accent, or insufficient background knowledge.
So here we would like to test whether this is true in the case
of Chinese students and which one is has been identified as a main factors
which affect their English comprehension.
And previous study also suggests
the vocabulary acquisition is a crucial component for successful
listening comprehension, and it is the strongest predictive
listening comprehension of language to learners compared
to the general language proficiency and the cognitive awareness.
So we designed the two stages research, which the first part
is questionnaire and we will follow up by our tracking studies.
The first stage as we in the first stage,
we conducted a study on whether the questionnaires
from English majors up to universities in Shanghai,
the one university is a national first.
The course which we use eight to represents,
and the second universities,
a municipal university, which we use 32 states,
we use 10 minutes to link
into English the titles of the world programs, which includes
film and the TV clips, interview speech and the news program.
So this audiovisual program can include both academic
and not economical topics, dialogs and the monologue.
So these controls are valuable of topic of similarity.
That's also the reason why we
we only have 171 valid questionnaires
instead of the 200 the way we expect because some of the students
have already watched this partner of today's program.
So we have to eliminate so far as from this research,
not not all the questionnaires we collected are valid.
So here we
designed the
questionnaire for the four parts, the first the parts.
Ask the subjects attitudes towards autonomous English learning
using all the materials, which includes their preferred,
the time of all the verbal materials, their motivation of autonomous
English learning, their average time spent what they think
as the primary affecting factors and the advantages and disadvantages
of autonomous English learning using all the verbal program.
In the second parts,
we ask them to watch the audio programs
and they provide the general information questions,
which is regarded as their perceived understanding
of all the overall programs selected, the whether they think
they have understand which we can compare with their actual
test, the scores in the specific
information questions and the vocabulary questions.
So we designed the specifically information questions for to test
the their listening comprehension and vocabulary questions
to test the their vocabulary learning using all the various programs
options that we use SPSS and our studio to analyze the data
parts.
The first finding is quite apparent, of course, students,
appraisers, entertaining
or announcers are the materials as they're learning resources
they that they want to.
They want the learning process to be found.
So this is expected to
require comments.
All students and the second as
the second inviting slightly unexpected
we identified improving listening ability
as their primary motivation instead of improving
or improve the interest of scores as a dominant percentage
of subjects from both, universities
believe that
using audible raw
materials can improve their listening abilities.
And while
quite enough that feels subject to believe
they can improve their test scores,
so the percentage is 77.84%
from University A and 20% from the university P.
Though we believe
the reasonable explanation is either
they think they are less test oriented,
so they value company handsy English ability
or they doubt the effect, the effect of autonomous English
learning using all the referral program.
So they they don't they are not sure whether they can improve
their testing scores by doing this.
Okay.
So the second the next finding
we have is about the main factors of acting learners.
English comprehension
amounts are four
factors of faster speaking speed, familiar pronunciation, all accents
in sufficient background knowledge and insufficient vocabulary.
Accommodation.
Almost around 20 from both universities
selected the first two three while as
the and more than 30% of from the subjects
from both universities identified insufficient vocabulary
accommodation as their primary as the primary factors
that could affected their English comprehension.
So this is confirmed the ways previous to study
the importance of vocabulary acquisition
in autonomous English learning using all the available materials
and other kind studies
ways are developed materials.
We have asked students to suggest their general time
spent on autonomous English learning using all the raw materials
from.
We remember that University A is national Class
A national course, the Costa University waste tag to them
to spend more time to study but actually is a contrast
that is a to only sorry a dominant of 66%
to 67% of subjects from university A spends only less
when our autonomous English learning using all the materials
while university B is only municipal university.
But more than 50 say
spoken to 25% of subjects to spend more than
one hour of English learning using all the very materials
that are disappointing.
Fact is, while they spend the longer hours on
studying their performance, both
language and also listening comprehension
and vocabulary acquisition as lower than the university.
Eight So we haven't
what we need to do for the research, our guides to
to be able to provide a reasonable explanation for that.
But a way we tended to pointed
to, to their existing knowledge of English
as their as engines to the entrance exam
to as opposed to the differently to the universities are quite different.
So their existing knowledge of university students
is much higher than the university of these students.
Here we have
we ask this subjects to provide the advantages
and the disadvantage of autonomous English learning using all the various
programs, the advantages they bond as convenience.
Interesting with age and efficiency,
while as amended to the language are considered
lack of interaction and
to select all the viral material may be difficult to for understanding
and some of them say is time consuming
and therefore is insufficient.
The second part asked of the students
to do the specific information.
We tested their understanding of the details of ROMs
from all the various programs.
Here is their average scores
they have from the while university.
Whilst the students from university a
they generally have a lower lower percent self perception
of their understanding of their is 15.6 and the 50.7.
So this suggest that they don't have the all confidence
about their understanding of the audiovisual programs,
but actually their performance in both
listening comprehension and vocabulary is
better than the university B students.
So the second finding, we have a student from both University
A and B have a better performance
vocabulary acquisition than listening comprehension.
So this number is around the 16.
While the specific information our schools is around ten,
so which the first thought is 2010 out of the 20,
they they have better performance
vocabulary acquisition from students of both universities.
This proves that overall overall programs
is not helpful for students to catch the specific information.
While they are much useful or effective
in vocabulary acquisition,
we also did that the standard deviation
which found that student individuals
at different levels of what you loved in this speech,
this then other dimension of specific information questions is much higher
than those of the other two types of questions peer ways
that as around 5.9 and 5.22
so which is test that's
there is a great variation on the subjects learning
listening comprehension than their vocabulary acquisition.
So the levels of their listening comprehension
varies greater than the vocabulary acquisition
and compared to the two universities,
the standard deviation scores of the university,
a general information and vocabulary question
is lower than that of the subjects from university.
B So let's put discrepancies between the student from university.
A than those of the university.
B Are those two aspects has been found.
So this number is here
and is this number from University
A is lower than those University B
and generally information here also.
So students from University
A, they have a much lower standard.
Never.
So there are students language levels
in terms of vocabulary questions
as much more closer than the
students from university. B
And the way also did the statistics
analysis of correlations analyzes of each question type.
We have found that the correlation between the general information
and specifically information questions is not of significance.
Is there 0.035
while there is a stronger correlation between general information
and vocabulary questions, that means subjects and self-perception
of their understanding of all the overall
of the various materials
is closely related to their vocabulary learning ability.
So they easily can learn more vocabulary in the throws.
So using the other materials they tend to believe
they have on their standards a material material better.
And we have
found that comparatively
a comparatively stronger positive correlation between
the scores of specific information and the vocabulary questions.
This also
suggests that
this suggests that listening comprehension
and vocabulary acquisition positively related
being autonomous English learning using how the verb programs.
So these findings is consistent with relevant research conclusions
which considers insufficient vocabulary
as the primary factor affects English comprehension.
So that's what we have also found, is that
a discrepancy
between students perception of their proficiency
after using all the world programs in autonomous English learning
and the their extra performance
listening comprehension and vocabulary acquisition.
So they think they have
a better understanding, but their test scores stayed otherwise.
The second the finding we have is the function
of subtitled audiovisual programs.
Autonomous English learning is much more successful in vocabulary
acquisition, but not that in catching this specific information.
As I said earlier, we have
complete this is only our first stage of study.
We will carry out this study with eye
tracking next to snap to
to us say their attentions
in watching the audiovisual programs
here, some of the references we used.
That's all.
Thank you for
an extensive review.
Okay.
Lincoln Yeah,
well, I don't know.
I wonder if anyone here has any questions.
I do have.
To ask the question yourself.
This, I think.
Lincoln I'm just going to listen to one of the questions
on the room and and ask you directly.
So give me a second to listen to her question.
Take it with I think what the research questions
about digression how I think.
Yes, yes.
Thank you. Lincoln, we are curious about
you said
your next step is going to be eye tracking. Yes.
Are you are you already considering
which research question do you do
you want to reply or address?
Yeah.
You mean in the eye tracking process?
Exactly. Yeah.
I'll ask the first.
The we propose as we raise those questions.
I mean
we we would like to use eye tracking
to identify the
more relevant to the second and third research questions
to see up to understand what I explore.
The role of subtitles in autonomous English learning
with all the programs we see, whether they
we would like to know whether the supplied host
facility facilitating their understanding or
otherwise distracting their attentions
from listening comprehension.
Thank you. Thank you very much.
I have another I have another question because we have
we are on time, so we just have plenty of time.
Well, just 3 minutes.
But anyway, you were mentioning autonomous learning.
Can you give us more details about how this autonomous learning worked?
Yes, we compare ways.
We compare its ways classroom teaching ways.
They use teachers as instructors.
We have a way instruct the students to follow our steps
while in autonomous learning environments.
We asked them to
to simulate their learning by themselves.
So they just to watch the what's the program,
how they when they identify the words and they are
familiar ways that they can watch the audiovisual programs again.
So they try to guess words,
the word meaning from the context.
So that is considered as the vocabulary acquisition progress
and they can watch it multiple times to see
whether they they initially they don't understand part
or they can understand the ways the time passed away ways
multiple really.
So they decide, they identify the difficulty point and then they
use the audible materials as an aid to learn.
In that context.
Thank you. Thank you.
What a nice project.
And I'm sure they all enjoyed it very much.
We hope. So.
Congratulations.
Thank you very much. Okay.